integrating standards of mathematical practice

Integrating Standards of Mathematical PracticeBureau of Indian Education

The How and the WhatThe Standards of Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.

Center for the Study of Curriculum

Consistency With the CCSSM

Most Like CCSS Alabama California Florida Georgia Indiana

Michigan Minnesota Mississippi Oklahoma Washington

Idaho North Dakota Oregon South Dakota TennesseeUtah        

Alaska Arkansas Colorado Delaware HawaiiMassachusetts New Mexico New York North Carolina OhioPennsylvania South Carolina Texas Vermont West Virginia

Connecticut Illinois Maine Maryland MissouriMontana Nebraska New Hampshire Virginia Wyoming

Least Like CCSS

Arizona Iowa Kansas Kentucky LouisianaNevada New Jersey Rhode Island Wisconsin  

Common Core Notes They are NOT a rewrite of state

standards They are set to global standards Most states were 1-2 years behind Common Core is far more rigorous

Cultural responsiveness of Common CoreWhat do standards of mathematical practice have in common with Native American pedagogy?

Ojibwe Pedagogy Standards of Math Practice

Learning from watching

Community Orientation

Oral History

Learning from mistakes

Personal Sovereignty

Commonality of Common Core

Modeling Math

Group Communication

Contextualized problems

Using Counterexamples

Multiple Solutions/Reasoning

The Standards1. Make sense of problems and persevere in solving them2. Reason abstractly and quantitatively 3. Construct viable arguments and critique reasoning4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning

www.corestandards.org

1ST GRADE MULTIPLICATIONBrandon

The Standards1. Make sense of problems and persevere in solving them2. Reason abstractly and quantitatively 3. Construct viable arguments and critique reasoning4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated

reasoning

www.corestandards.org

Look for and express regularity in repeated reasoning Children notice similarities in problems Children create “shortcuts” Children understand place value Children use and understand invented

algorithms for larger numbers

Make sense of problems and persevere in solving them Children don’t rely on teacher for

solution Predictions to problems are reasonable Children recall information correctly Children can repeat question Children don’t give up easily Children ask for harder problems

Reason abstractly and quantitatively Children can explain what numbers

mean Children can write equations to

problems Children can match numbers and

objects Children understand operations Children use inverse operations Children use multiple solution strategies

Construct viable arguments and critique the reasoning of others Children can prove their answer Children can disprove other answers Children can identify counterexamples Children use mathematical vocabulary Children make accurate predictions Children can explain another’s solution

Model with mathematics Children make statements such as,

“that’s like…” or “hey we did this before!”

Children can choose an operation that matches a problem

Children can connect formal and informal notation

Children can create a story problem

Use appropriate tools strategically Children use many manipulatives Children frequently draw math pictures Children have math journals Children can explain a solution by

showing what the did with manipulatives or drawings

Children use and understand metric and standard rulers

Attend to precision Children can use own words to define

math concepts Children use math vocabulary to describe

a solution Children are often asked to explain their

solutions to class Teachers commonly rephrase thinking Teachers create many opportunities for

children to share thinking

Look for and make use of structure Children understand inverse and relative

operations Children use math facts to derive

solutions Children notice numerical relationships Children use base-10 knowledge

School Data

27% proficient in 2010 90% proficient in 2011

Grades 3-6

For more informationRunningHorse Livingston, M.Ed.mishtadim@gmail.comBlog: mishtadim.wordpress.com